Bachelor’s in Special Education Degree: Mild to Moderate Disabilities, Grades K-12

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Bachelor’s in Special Education Degree: Mild to Moderate Disabilities, Grades K-12

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Overview

What Is a BS in Special Education Degree?

A BS in Special Education degree is designed to help prepare future educators to support students with mild to moderate disabilities in grades K-12. This bachelor’s program focuses on how students learn and develop across cognitive, social, emotional and behavioral areas, and how to apply that knowledge in welcoming classroom settings.

In this program, you can develop skills in supporting student needs, conducting assessments, understanding the special education process and planning instruction for individualized education programs (IEPs). The curriculum aligns with professional standards such as Interstate Teacher Assessment and Support Consortium (InTASC), Council for Exceptional Children (CEC) and International Society for Technology in Education Standards for Educators (ISTE-E), helping connect your learning to widely recognized expectations for educators.

Bachelor of Science in Special Education: Mild to Moderate Disabilities, Grades K-12

Offered By

College of Education

Class Settings

Campus

Tuition Rate

Campus: $8,250 per semester [More Info]

Cost of Attendance

Course Information

Credits: 120

Campus: 15 weeks

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Transfer Credits

Up to 90 credits, only 84 can be lower division

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Bachelor's)

16+ years old
High School Graduate
2.8+ Unweighted GPA

OR 2.5+ Unweighted GPA and

ACT: 19
SAT: 1000*

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
*Math and reading only on a 1600 point scale (test date after 3/1/2016). SAT score of 1380 required for 2400 point scale (test date before 3/1/2016).

GCU Experience

What’s It Like Going to GCU for Your Bachelor's Degree in Special Education?

Earning your bachelor’s degree in special education at GCU means engaging in a learning experience that connects you with a community and encourages personal and professional growth. Whether you choose to pursue an online^{(See disclaimer 1)} special education degree or attend classes on campus, you can expect a structured, supportive environment grounded in a Christian worldview.

What To Expect in a BS in Special Education Degree: Mild to Moderate

Flexible Online Special Education Degree Coursework

GCU’s online^{(See disclaimer 1)} special education degree offers flexibility for students who need to balance their education with other responsibilities. Courses are delivered in a structured format that helps you stay on track while allowing you to access materials, participate in discussions and complete assignments online.^{(See disclaimer 1)} Throughout your coursework, you can engage with instructors and peers, helping you stay connected while progressing through your degree.

Online Learning

Coursework

What Will I Study in a Bachelor’s in Special Education Degree?

Throughout the program, you will study differentiated instruction, progress monitoring, collaboration and data-informed decision-making. These skills focus on developing your confidence in supporting students’ academic, functional and communication needs. As you progress through your bachelor’s degree in special education, your coursework will move beyond foundational concepts and into practical strategies you can apply in K-12 settings. You will examine how to support diverse learners and understand how to meet the academic, social, and emotional needs of students with mild to moderate disabilities. Through targeted instruction, collaboration and ongoing assessment, you will study how to develop approaches that align with professional expectations in special education.

Special Education Degree Core Course Topics

Coursework focuses on building the knowledge and skills to support students with mild to moderate disabilities, including:

Foundations of Mild to Moderate Disabilities

Gain an understanding of the characteristics and educational approaches related to mild to moderate disabilities, along with an overview of the special education process, laws and regulations.

IEP Development

Discover how to plan and implement instruction aligned to IEPs, including differentiation, accommodations and data-informed strategies to support student progress.

Assessment and Decision Making

Explore how to use multiple assessment methods and data sources to support eligibility decisions, monitor progress and guide instructional planning for students with diverse learning needs.

Literacy and Language Development

Examine how students develop reading, writing and communication skills, and apply strategies to support language development, early literacy and varied communication needs.

Behavior and Classroom Support

Develop strategies to support behavior, self-regulation and executive functioning, including approaches to creating structured learning environments and promoting student independence.

Collaboration and Professional Practice

Build skills for working with families, general education teachers and support staff, while applying ethical practices, advocacy and professional standards in special education settings.

Outlook

What Can I Do With a Special Education Degree?

A bachelor’s degree in special education can help prepare graduates for a variety of careers in special education across different grade levels and learning environments. From early childhood education through secondary school, special education professionals may adapt instruction, support student development and help learners build academic, social and life skills that support long-term success.

Explore the following career options for bachelor’s in special education graduates:

Preschool special education teacher

Support young children with developmental delays or disabilities through early learning activities that build foundational social, behavioral and communication skills.

Kindergarten special education teacher

Help students transition into structured learning environments by adapting instruction to meet diverse developmental and academic needs.

Elementary school special education teacher

Provide individualized instruction across core subjects while helping students strengthen academic, social and organizational skills.

Middle school special education teacher

Guide students through increasing academic expectations by modifying curriculum and fostering independence and self-advocacy.

Secondary school special education teacher

Prepare students for life beyond school by tailoring instruction, supporting academic progress and helping them build practical and vocational skills.

$64,270

Median annual wage for special education teachers in May 2024^{(See disclaimer 2)}

37,800

Openings expected for special education teachers, each year, from 2024 to 2034^{(See disclaimer 3)}

Cost & Savings

Plan Ahead With Transparent and Affordable Tuition Costs

Earning your bachelor’s degree in special education is an investment in your future, and GCU is committed to helping you plan with confidence. Tuition rates are designed to be transparent, so you can better understand the cost of your online^{(See disclaimer 1)} special education degree or on-campus experience before you begin.

We offer resources to help you explore ways to manage the cost of your education, including financial aid opportunities for those who qualify, scholarships and guidance from university counselors.

Explore Online Tuition

Explore On-Campus Tuition

GCU has not increased campus tuition rates since 2009

Ways To Save

Your education is an important financial investment, and there are several ways to help manage costs while earning your degree. GCU’s university counselors are available to help you explore available options and provide personalized guidance on your estimated cost of attendance.

Apply for Financial Aid

Complete the Free Application for Federal Student Aid (FAFSA) annually to determine eligibility for federal grants and student loans. Since some aid is awarded on a first‑come, first‑served basis, GCU recommends submitting the FAFSA as early as possible after Oct. 1 to maximize funding opportunities.

Financial Aid

Transfer Your Credits

If you’ve earned college credits from another institution, you may be able to complete your degree sooner at GCU by transferring those credits. Submit the Lopes Unofficial Credit Evaluation form, then connect with a university counselor who can provide you with personalized guidance.

Transfer Center

Scholarships & Grants

You may be able to reduce your college costs by applying for GCU’s on-campus or online student scholarships. We invite you to explore available institutional scholarships and determine which opportunities you may be eligible for. GCU also encourages students to seek out third‑party scholarships and grants.

Find Scholarships

Explore Your Financial Options

Talk with a university counselor today to discover savings opportunities.

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FAQ

Bachelor's Degree in Special Education Frequently Asked Questions

Learn more about our special education programs, including curriculum topics, licensure information and potential career pathways for graduates.

What does “mild to moderate disabilities” mean in a special education degree?

Mild to moderate disabilities refers to learning, behavioral and developmental disabilities that may affect a student’s academic performance, communication, social skills or daily functioning, but still allow them to participate in general education settings with support.

In a bachelor’s in special education program focused on mild to moderate disabilities, you may study how to support students with needs such as learning disabilities, autism spectrum disorder, emotional or behavioral disorders, attention-deficit/hyperactivity disorder (ADHD) and intellectual disabilities.

What skills will I develop in a bachelor’s degree in special education?

Throughout a bachelor’s degree in special education program, you will be taught how to adapt lessons for different learning needs, implement behavior management strategies, assess student progress and collaborate with families and school professionals. Coursework may also focus on welcoming teaching practices, special education law, individualized education programs (IEPs) and strategies for supporting students with mild to moderate disabilities.

Is a degree in special education worth it?

A degree in special education can be worth it for individuals who are passionate about helping students with diverse learning needs and want to make an impact in education. The degree may prepare you for a career supporting students with mild to moderate disabilities in welcoming and specialized classroom settings.

A bachelor’s degree in special education can help prepare graduates for licensure and teaching opportunities in public and private schools, depending on state requirements. Many programs also focus on practical classroom experience, instructional strategies and collaboration skills that may help graduates feel prepared to work with students, families and school teams.

What advanced degrees are available after a BS in special education degree?

After earning a BS in special education, you may choose to continue your education with graduate programs focused on advanced instructional strategies and support for students with exceptionalities. GCU offers a Master of Education in Special Education that may help educators deepen their knowledge of behavior management, welcoming teaching practices and individualized student support.

Students may also pursue the Graduate Certificate of Completion: Special Education, Moderate to Severe, which focuses on specialized coursework designed to help educators expand their expertise in supporting students with mild to moderate disabilities

Does this bachelor’s in special education degree lead to licensure?

Graduates of this program are eligible for the Mild-Moderate Disabilities Special Education, K-12 Certificate in the state of Arizona.

Teacher candidates are responsible for contacting their state department of education for specific licensure requirements and program approval information. Students should also consult the GCU University Policy Handbook, University Catalog and a university counselor for current policies and procedures related to teacher licensure programs.

How does a bachelor’s degree in special education differ from an elementary and special education degree?

A bachelor’s degree in special education differs from a degree in elementary education and special education because it focuses specifically on teaching students with mild to moderate disabilities, while an elementary and special education degree covers both general elementary education and special education.

In a special education degree program, coursework often emphasizes individualized instruction, behavior support, welcoming teaching practices and special education law for K-12 learners with exceptionalities. An elementary and special education degree typically includes both elementary teaching methods and special education coursework.

Admission

Getting Into GCU

Applying to GCU is a straightforward process. Whether you plan to enroll in the online^{(See disclaimer 1)} special education degree or attend classes on campus, you can review admission requirements, explore campus resources and connect with a university counselor to get started.

Admission Requirements

Ingram Honors College

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Student Success

How To Apply to GCU

You can apply to a degree program at GCU in just three simple steps. Your university counselor is standing by to assist you with any questions about the application process.

It starts with selecting the program that aligns with your goals from one of GCU's 380+ academic programs — from undergraduate degrees to post-master’s certificate programs to doctoral degrees.

Pick your program

Explore our on-campus, online or evening cohort options under the Degree Programs page to find the right program for you.

Complete our online application

Your university counselor will direct you to the online application. Fill in all required information and submit the form.

Submit supporting documents

Submit your official transcripts and any relevant test scores, and confirm with your university counselor that all forms for your desired program are submitted.

Courses

Program Curriculum

Credit Summary

General Education Requirements34-40 credits

Major80 credits

Open Elective Credits0-6 credits

Degree Requirements120 credits

General Education Requirements

General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.

Competency

4 Total Credits

Course Description

Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.

Competency

9-12 Total Credits

Competency

4 Total Credits

Competency

11-12 Total Credits

Course Description

Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.

Competency

6-8 Total Credits

Course Description

Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.

Required General Education Courses

HIS-144

4 Total Credits

Core Courses

ELM-201

4 Total Credits

Course Description

Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Teacher candidates explore the implications of growth and development for designing and implementing appropriate and challenging learning experiences. This survey of the theories and research related to how children and young adolescents grow and learn allows teacher candidates to build foundational knowledge for constructing learning experiences that take into consideration students' developmental levels, prior experiences, interests, and culture. Upon completion of this course, teacher candidates will have reflected on personal values and biases and established professional learning goals that reflect codes of ethics, professional standards practices, and relevant laws and policies related to the field of education. Practicum/field experience hours: None. Fingerprint clearance not required.

SPD-208

4 Total Credits

Course Description

Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.

MAT-150

4 Total Credits

MMS-211

4 Total Credits

Course Description

This course empowers special education teacher candidates to design and implement specifically designed instruction (SDI) that caters to students with exceptionalities, particularly in alignment with individualized education program (IEP) goals. Building on foundational learning theories, candidates will develop culturally responsive and inclusive instruction tailored to motivate, engage, and support diverse learners. The course emphasizes designing targeted interventions and evidence-based practices that address unique learning needs, as outlined in students' IEPs, ensuring measurable progress toward specific academic, behavioral, and social-emotional goals. Particular attention is given to progress monitoring, data-driven decision-making, and collaboration with IEP team members to refine and implement instructional practices.

ELM-251

4 Total Credits

Course Description

In this writing intensive course, teacher candidates examine how to establish and maintain inclusive and collaborative learning environments that promote positive and safe relationships, active engagement, high expectations, and equity for all students. Teacher candidates focus on expanding students' ability to collaborate and communicate through multiple modes and forms of communication. Practicum/field experience hours: 20. Fingerprint clearance required.

EDU-330

4 Total Credits

Course Description

In this writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.

MAT-151

4 Total Credits

MMS-300

4 Total Credits

Course Description

Teacher candidates will collaborate with a variety of stakeholders to investigate culturally and linguistically appropriate assessment procedures and tools. Teacher candidates will build foundational knowledge regarding the use of multiple methods of assessment and data-sources for eligibility and educational decisions for students with mild to moderate disabilities. Focus is placed on building effective partnerships with all stakeholders and applying ethical guidelines, legal policies, and effective conflict resolution strategies when determining eligibility for special education. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: SPD-208.

ELM-316

4 Total Credits

Course Description

Teacher candidates examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Collaboration with all stakeholders when designing literacy instruction to meet the needs of specific learners is examined. The science surrounding reading instruction is explored and put into practice with this foundational knowledge. Additionally, teacher candidates use a variety of data to reflect on teaching practices, inform instruction, and improve student learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

MMS-310

4 Total Credits

Course Description

Teacher candidates examine typical and atypical language development and associated disabilities and disorders. Emphasis is placed on creating appropriate, meaningful learning experience that support progression towards measurable outcomes and IEP goals. Teacher candidates investigate the use of various assistive technologies, modifications, and accommodations to support and enhance the communication and learning of students with exceptionalities and explore effective practices for modeling these for colleagues. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: SPD-208.

GOV-260

1 Total Credits

ESL-440N

3 Total Credits

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.

MMS-320

4 Total Credits

Course Description

Teacher candidates survey professional ethical principles, professional practice standards, law and regulations that guide special educators. Teacher candidates examine how to advocate for the profession in a variety of ways, including collaborating with all stakeholders to support students’ needs in the development of Individualized Education Programs (IEPs) and accommodating the general education curriculum to address the individual learning needs of students with mild to moderate disabilities. Emphasis will be placed on creating a developmentally appropriate and least restrictive environment that includes effective routines and procedures for students with exceptionalities. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: MMS-300.

MMS-455

4 Total Credits

Course Description

This course equips special education teacher candidates with strategies to support the development of students' executive functioning skills, such as working memory, planning, task initiation, and emotional regulation. Candidates will explore methods to promote classroom organization, cognitive flexibility, and self-regulation. Emphasis is placed on fostering independence and empowering students to become self-directed learners. Through the integration of assistive and adaptive tools, candidates will ensure accessibility and meaningful participation for all students. Additionally, they will determine strategies for collaborating with colleagues to create inclusive and differentiated learning experiences. By advocating for students with exceptionalities, their families, and the school community, candidates will strengthen inclusion, promote life long success and human flourishing, and lead efforts in equity and accessibility. Prerequisite: MMS-211.

MMS-465

4 Total Credits

Course Description

Teacher candidates will examine a variety of instructional strategies to encourage students, including individuals with mild to moderate disabilities and other exceptionalities, to develop understanding and connections within the major concepts and procedures that define number and quantity, algebra, geometry, measurement, and statistics and probability and to build higher-order skills to apply knowledge in meaningful ways. From this foundational knowledge, teacher candidates select, adapt, and use research-based methodologies and interventions in academic and specialized mathematics curricula to plan specially designed instruction that advances the learning of all students, including students with mild to moderate disabilities. Emphasis is placed on using multiple assessments that ethically and equitably measure students' prior knowledge and growth and can be used to plan mathematics instruction. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

MMS-330

4 Total Credits

Course Description

Teacher candidates examine case management practices and strategies and a transition process that will lead to students meeting short and long-term goals. Legal and instructional requirements, analyzing data, and documentation of students’ progress as part of case management and transition planning are examined. Teacher candidates investigate collaboration with general education teachers and paraprofessionals, including when modifying the general education curriculum and planning specially designed instruction that meets the learning needs of students with exceptionalities. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: MMS-300.

MMS-475

4 Total Credits

Course Description

Teacher candidates explore and modify a variety of instructional strategies and curriculum used to meet individualized listening, speaking, reading, and writing goals. Teacher candidates design instruction that is explicit and systematic, including flexible and focused grouping to support diverse learners, and provide students with exceptionalities with multiple ways to demonstrate knowledge and skills in English Language Arts. Emphasis is placed on supporting students’ face-to-face and virtual collaboration skills. In addition, disabilities, such as dyslexia, are reviewed to understand how they affect the acquisition of reading skills and how they vary in presentation and degree. Teacher candidates select, adapt, and use research-based instructional strategies and interventions in academic and specialized curricula to advance the learning, motivation, and engagement for all students, including those with mild to moderate disabilities, with attention focused on reading. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-316.

MMS-485

4 Total Credits

Course Description

This course prepares special education teacher candidates to provide specially designed support across diverse content areas beyond English and math. Candidates will explore strategies for collaborating with general education teachers to promote inclusivity and self-direction by using instructional and behavioral supports within inclusive classrooms. Focus is placed on differentiation, Universal Design for Learning (UDL), and best practices for supporting students with exceptionalities, including integrating assistive technology and modifying instruction to provide access to the general education standards. Candidates will also explore strategies for fostering collaboration with paraprofessionals, families, and the community to support student success. Additionally, they will examine methods to ensure continuity in implementing goals, services, and accommodations across classrooms. Prerequisite: MMS-211.

MMS-400

4 Total Credits

Course Description

Teacher candidates analyze and evaluate data and behavioral interventions to determine how to create safe, inclusive, culturally responsive face-to-face and virtual learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Teacher candidates focus on behavior management, functional behavior assessments, adaptive behaviors, positive behavior interventions and supports, behavior improvement plans, and school-based systems of intervention for students with and without exceptionalities. Emphasis is placed on collaboration with general education teachers to meet the needs of all students in the inclusive classroom. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisites: ELM-251 and MMS-300.

MMS-490

8 Total Credits

Course Description

This course supports the special education clinical field experience through a full-time student teaching experience. Candidates select a K-12 special education mild to moderate classroom setting to engage in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evauluation of Performance (STEP) and an Individualized Education Program (IEP) Performance Template related to special education services. Fingerprint clearance required.

GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
Please refer to the Academic Catalog for more information. Programs or courses subject to change

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Information

Admission

Develop Your Skills To Support Diverse Learners

Take the next step toward supporting students with diverse learning needs with GCU’s bachelor’s in special education degree program.

Request More Information

If you are seeking licensure/certification, please refer to the "Accreditation and Compliance/State Disclosures” link for the specific program of interest’s website for your location and/or employment state’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

Excluding observational and practice-based experiences and student teaching.
The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Special Education Teachers, as of May 2024, retrieved May 2026. Due to COVID-19, data from 2020 to 2023 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates as special education teachers, nor does it reflect the earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It is very unlikely that a median salary will reflect an entry-level salary. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc. against a pool of candidates.
COVID-19 has adversely affected the global economy and data from 2020 to 2023 may be atypical compared to prior years. Accordingly, data shown is effective August 2025, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Special Education Teachers, retrieved May 2026.

Bachelor’s in Special Education Degree: Mild to Moderate Disabilities, Grades K-12

What Is a BS in Special Education Degree?

What’s It Like Going to GCU for Your Bachelor's Degree in Special Education?

What To Expect in a BS in Special Education Degree: Mild to Moderate

Flexible Online Special Education Degree Coursework

Accreditation That Supports Your Teaching Journey

Campus Living at a Christian College in Phoenix

Dedicated Support for You in Special Education

What Will I Study in a Bachelor’s in Special Education Degree?

Special Education Degree Core Course Topics

Apply Your Knowledge Through Field Experience and Student Teaching

What Can I Do With a Special Education Degree?

Plan Ahead With Transparent and Affordable Tuition Costs

GCU has not increased campus tuition rates since 2009

Ways To Save

Bachelor's Degree in Special Education Frequently Asked Questions

Getting Into GCU

Program Curriculum

General Education Requirements

Required General Education Courses

Core Courses